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ERIC Number: ED504422
Record Type: Non-Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: N/A
Developing Preservice Elementary Teachers' Understanding of Science: An Integrated Inquiry and Meta-Cognitive Approach
Liang, Ling L.; Richardson, Greer M.
Online Submission, Paper prepared for the Annual Conference of the Association for the Education of Teachers in Science (Nashville,TN, January 8-11, 2004)
In an attempt to better support the mathematics and science learning experiences of preservice teacher candidates, a new course of study was created as part of a teacher certification program at a mid-Atlantic liberal art university. Entitled Investigations in Science and Mathematics, the two semester course adopted an integrated inquiry and metacognitive pedagogical approach in compliance with the national reform movement. This paper reports some preliminary results of a study that aims to examine the alignment of the course with national standards documents and to explore its effects on the development of the prospective teachers' metacognitive awareness and understanding of science and mathematics. An examination of course syllabi, instructor interviews, and a course content survey are used to determine the course's alignment with national standards documents. Views of the Nature of Science questionnaire are administered to students in a pre/post fashion followed by interviews. Students' course materials (i.e., unit summaries) are evaluated for content to note the development of mathematical and scientific understanding. The results indicate that the course is aligned with the national reform movement, preservice teachers' views of the key NOS aspects are developed with various degrees and understandings of mathematics and science appear to be enhanced. Implications for future research are discussed. (Contains 3 tables and 3 appendices)
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A